ESS1 (9-11) - 2 Students demonstrate an understanding of processes and change over time within earth systems by …2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
Context of Lesson:(Summary)
In the last lesson, students researched the scientists who had contributed to the continental drift theory as well as the four clues used to support the continental drift theory. In this lesson, students will examine the four clues in depth as they take on the roles of researchers where they will gather evidence supporting their area of research (i.e. geologist, paleontologist, geophysicist) in studying continental drift. Since gathering evidence plays a major role in developing theories, students will be guided through their area of expertise to collect information on the following: the fit of the continents, Continental structure, paleontological evidence, paleoclimatic evidence, and paleomagnetic evidence. Student investigative procedures will reveal that continental drift has been replaced by the scientific evidence of plate tectonics.
Although these next two lessons will be time consuming, this activity models good use of scientific inquiry as students take on roles as geologists, paleontologists and geophysicists where they will construct evidence based explanations from the internet resources provided. This lesson once again stresses the importance of science as an everchanging process.
Objectives: (Summary)
Each student group will consist of three researchers. Each student in their group is responsible for gathering the necessary data to support their role in continental drift theory. Reference materials will be provided which will lead them on their expedition. A scientist guide will also be given so students know the role they will play as a geologist, geophysicist and paleontologist. This expedition requires all groups to gather evidence of continental drift including:
In the previous lesson, students were engaged in a webquest to find out answers to questions about continental drift. The primary focus was to expose students to the history of the theories behind continental drift. Now that students have acquired background knowledge on continental drift theory, students will watch a 3 minute video on Alfred Wegener and then move on to the engagement part of the lesson where they will search for evidence proving Alfred Wegener's and other's theories of continental drift. http://science.discovery.com/videos/100-greatest-discoveries-shorts-continental-drift.html
I will give detailed instructions, verbal and visual (sheet provided), how students will progress during the next two lessons, and what material is expected to be gathered and produced. Individual student and group responsibilities will be discussed. Handouts will be distributed as referral sheets as to the roles each student will play during this inquiry. Although several resources are provided during this time, students should be able to sort through the references as needed.
Engagement:
Students will use the internet resources provided to gather and collaborate evidence with their groups. I will constantly be monitoring the progress of the groups and guide them as necessary. I will rotate from group to group and sit in during their investigations. I will be available to answer any questions and lead them to discovery during this time. Student concerns will also be addressed during this time. Students will prepare their scientific journals to include a separate page for each scientist. A format will be followed for this and distributed during the lesson. The format will help guide students in organizing their collected data.
Closure: Lesson 3
The lesson will conclude by receiving feedback from the students. Student concerns will be addressed at this time. Progress will be evaluated based on observations, discussions and student participation. Students will be encouraged to ask questions during this time.
Assessment:
Students will be assessed by group discussions, observations and questions posed throughought the engagement part of the activities. Journal entries will also be used for assessment.
Quiz--to be given at the start of the next lesson before the introduction to plate tectonics begins.
Lesson Title: Scientists on the Move
Time required: 1 (90) minute block
State Standards: GLEs/GSEs
ESS1 (9-11) - 2
Students demonstrate an understanding of processes and change over time within earth systems by …2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
Context of Lesson:(Summary)
In the last lesson, students researched the scientists who had contributed to the continental drift theory as well as the four clues used to support the continental drift theory. In this lesson, students will examine the four clues in depth as they take on the roles of researchers where they will gather evidence supporting their area of research (i.e. geologist, paleontologist, geophysicist) in studying continental drift. Since gathering evidence plays a major role in developing theories, students will be guided through their area of expertise to collect information on the following: the fit of the continents, Continental structure, paleontological evidence, paleoclimatic evidence, and paleomagnetic evidence. Student investigative procedures will reveal that continental drift has been replaced by the scientific evidence of plate tectonics.Although these next two lessons will be time consuming, this activity models good use of scientific inquiry as students take on roles as geologists, paleontologists and geophysicists where they will construct evidence based explanations from the internet resources provided. This lesson once again stresses the importance of science as an everchanging process.
Objectives: (Summary)
Each student group will consist of three researchers. Each student in their group is responsible for gathering the necessary data to support their role in continental drift theory. Reference materials will be provided which will lead them on their expedition. A scientist guide will also be given so students know the role they will play as a geologist, geophysicist and paleontologist. This expedition requires all groups to gather evidence of continental drift including:Materials--for each scientist
Geophysicist--
http://www.physics.utoronto.ca/~exploration/courses/jgp438/Geophysics.pdf
http://pubs.usgs.gov/gip/dynamic/slabs.html
http://pubs.usgs.gov/gip/dynamic/Vigil.html
Geologist--
http://kids.earth.nasa.gov/archive/career/geologist.html
http://geology.com/
http://www.kidsgeo.com/geology-for-kids/
Paleontologist
http://www.ucmp.berkeley.edu/education/students.php
http://www.geology.ohio-state.edu/~vonfrese/gs100/lect25/index.html
Other Resources useful during their quest:
http://pubs.usgs.gov/gip/dynamic/continents.html
http://en.wikipedia.org/wiki/List_of_tectonic_plates
http://www.enchantedlearning.com/subjects/dinosaurs/glossary/Contdrift.shtml
http://www.funsocialstudies.learninghaven.com/articles/conddrft1.htm
http://www.cotf.edu/ete/modules/msese/earthsysflr/plates1.html
http://geology.csupomona.edu/drjessey/class/Gsc101/Plate.html
http://library.thinkquest.org/22360/History.html
http://www.bbm.me.uk/portsdown/PH_061_History_c.htm
http://library.thinkquest.org/17701/high/pangaea/
Instruction:
Opening:
In the previous lesson, students were engaged in a webquest to find out answers to questions about continental drift. The primary focus was to expose students to the history of the theories behind continental drift. Now that students have acquired background knowledge on continental drift theory, students will watch a 3 minute video on Alfred Wegener and then move on to the engagement part of the lesson where they will search for evidence proving Alfred Wegener's and other's theories of continental drift.http://science.discovery.com/videos/100-greatest-discoveries-shorts-continental-drift.html
I will give detailed instructions, verbal and visual (sheet provided), how students will progress during the next two lessons, and what material is expected to be gathered and produced. Individual student and group responsibilities will be discussed. Handouts will be distributed as referral sheets as to the roles each student will play during this inquiry. Although several resources are provided during this time, students should be able to sort through the references as needed.
Engagement:
Students will use the internet resources provided to gather and collaborate evidence with their groups. I will constantly be monitoring the progress of the groups and guide them as necessary. I will rotate from group to group and sit in during their investigations. I will be available to answer any questions and lead them to discovery during this time. Student concerns will also be addressed during this time. Students will prepare their scientific journals to include a separate page for each scientist. A format will be followed for this and distributed during the lesson. The format will help guide students in organizing their collected data.Closure: Lesson 3
The lesson will conclude by receiving feedback from the students. Student concerns will be addressed at this time. Progress will be evaluated based on observations, discussions and student participation. Students will be encouraged to ask questions during this time.
Assessment:
Students will be assessed by group discussions, observations and questions posed throughought the engagement part of the activities. Journal entries will also be used for assessment.Quiz--to be given at the start of the next lesson before the introduction to plate tectonics begins.
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Reflection:
Other useful tools:
Current--Geologists use Atomic time clocks to monitor continental drift.
http://science.nasa.gov/science-news/science-at-nasa/2004/23jan_entangled/